Retaining Beginning Special Educators: What Should Administrators Know and Do?

Autor/inn/en	Leko, Melinda M.; Smith, Stephen W.
Titel	Retaining Beginning Special Educators: What Should Administrators Know and Do?
Quelle	In: Intervention in School and Clinic, 45 (2010) 5, S.321-325 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451209353441
Schlagwörter	Special Education Teachers; Teacher Persistence; Faculty Mobility; Teacher Shortage; Mentors; Beginning Teacher Induction; Professional Development; Change Strategies; Organizational Change; Teacher Responsibility; Teacher Role; Organizational Climate + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrermangel; Lösungsstrategie; Organisationswandel; Lehrverpflichtung; Lehrerrolle; Organisationsklima
Abstract	The experiences that beginning special education teachers encounter moving from the pre-service environment into the first year of classroom teaching put them in a uniquely tenuous position that could lead to leaving the classroom after only a few years of teaching. District- and school-level administrators can influence the retention rates of beginning special educators by encouraging a welcoming and supportive school climate that facilitates collaboration among teachers, other school personnel, and parents. Administrators can promote induction by focusing on the instructional and material needs of beginning special educators that match their varied teaching assignments. Assigning a mentor who is knowledgeable about special education practices and policies and who is available for brief but frequent meetings will help reduce confusion, frustration, or lack of confidence new teachers may feel as they begin their teaching experience. Providing beginning special educators with opportunities to advance their knowledge through professional development can promote a sense of preparedness in a variety of teaching situations. Administrators can reduce beginners' stress levels by monitoring caseload and paperwork burdens. Noting the difficulties of filling special education positions in their schools, administrators have at their disposal multiple and effective strategies to retain practicing special education teachers, especially those new to the profession. Focused and individualized attention on beginning special education teachers, who are most vulnerable to attrition, can improve the retention of their services over a long period of time and ultimately improve the services for students with disabilities. (Contains 2 tables.) (ERIC).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10